Digital Competence from Lower to Upper Secondary
In Finland, digital competence is embedded in the transversal competences of the national core curriculum and integrated into subject teaching rather than taught as a separate subject. In basic education, national guidance has clarified how these skills develop from early grades to the end of lower secondary school. However, less attention has been paid to how these competencies appear when students transition to upper secondary education.
Within the FCLab network, teacher training schools have begun examining the digital competence of first-year upper secondary students. Initial surveys show that most students are confident with everyday tools such as word processing, presentations, and cloud services. At the same time, experience with spreadsheets, data visualisation, collaborative digital production, and systematic file management is more limited. The use of generative AI is increasing, but often takes place informally and mainly outside school, highlighting the need to support responsible and purposeful use in learning.
Based on these observations, the FCLab network has started preparing shared goals and pedagogical approaches for developing digital competence in upper secondary education. The work focuses on information literacy, digital production, collaboration, and the responsible use of artificial intelligence in everyday learning. The topic was also discussed as part of the FCLab network’s participation at the NERA 2026 conference in Aarhus, Denmark.
Author: Perttu Ervelius
